This thesis sets out the rationale and design for a speech programme for Deaf learners to be implemented by teachers in the classroom. Theoretical and empirical research are provided to support its design. Speech teaching is set against a backdrop of current issues so that the programme is seen to take cognisance of these. To this end the disappointment and conflict which surround speech teaching and newer educational and audiological trends are described. Following this, the deviant speech of the Deaf is described. Prevocal aspects of speech production, namely aberrant repiratory functioning and deviant vocal set are described. The latter is a term coined for this research to denote psychological, functional, physical and neural changes that deleteriously affect the speech of the Deaf. Suprasegmental and segmental problems are next delineated. An argument that supports the view that vowels are less accessible to correction than consonants is proposed to explain the empahasis accorded to consonants. Hereafter, theories of speech teaching are set out to clarify their incorporation into the proposed programme. Critiques of Haycock, the Ewings, Ling and van Uden are provided. The role of computers and biofeedback is evaluated. The Whole Language Approach to mainstream education, the phonological method of speech correction, and creative techniques, speech arid drama, and singing, are described in relation to speech instruction for Deaf learners. Empirical research that investigates attitudes and needs of educators of Deaf children, with the emphasis on the class teacher, is delineated. Finally, the proposed programme is presented emphasising its potential to interrupt the current self perpetuating negative cycle. Theoretical principles are a defocus on lipreading cues to provide information on speech production, restriction of digital contact with the larynx or throat, repeated cycles of intervention at phonetic and phonological levels, and the employment of five multisensory avenues to enhance speech perception. The latter are orosensory, graphic, kinaesthetic, hand analogies and use of inanimate objects. Skills targeted for development are control of vocal organs, suprasegmental, segmental and phonological development. The fit of the proposed programme to the education paradigm in terms of learner, teacher and school system is described. The thesis concludes with an evaluation of the programme and recommendations for future research. / Thesis (DPhil (Communication Pathology))--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / unrestricted

A universal speech facilitation program was developed based on the principles, methods and long-term goals of an existing program, the Speech Motor Learning Program (Van der Merwe, 1985). The development of such a program was indicated because, to date, no systematized intervention program with the aim of general speech facilitation has been attempted to overcome the tremendous challenges of the current rehabilitative scenario in South Africa (shortage of services, untrained staff in the community and multiple language barriers to name a few). The suitability of the SMLP as a starting point for the compilation of a Speech Facilitation Program is illustrated by its clinical success in treating a variety of speech disorders and secondly because it is firmly based on normal speech development and motor learning principles. Based on the SMLP, the SFP was developed and applied to two paired subjects who exhibited general speech and language delay, to determine if the speech facilitation program would facilitate and indeed enhance speech development in the Subjects. The clinical application of the SFP was conducted in an alternating treatment design study using speech facilitation and language treatment respectively. During the treatment phase of the study, probe tests, consisting of ten selected aspects of speech and language, were conducted to determine the effect of the two treatment approaches on these aspects. Three of the aspects showed improvement following treatment with the Speech Facilitation Program. Four aspects showed gradual development throughout the duration of the study, irrespective of the type of treatment and it could possibly be attributed to general development by the subjects as well as regular intervention. Three aspects showed no change during the study. The obtained results seemed to indicate that the SFP influenced speech development positively and that it could be developed into a valuable clinical tool for the treatment of certain speech disorders. / Dissertation (MA (Communication Pathology))--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / unrestricted

Introdução e Objetivos: A intubação orotraqueal (IOT) é utilizada no centro de tratamento intensivo (CTI) em pacientes graves que precisam de auxílio para manter a respiração. Quando prolongada é considerada um dos principais fatores de risco para disfagia orofaríngea (DOF). Nestes casos, o controle neurológico central e nervos periféricos estão intactos, mas as estruturas anatômicas responsáveis pela deglutição podem sofrer prejuízos. O tratamento para a DOF visa proteger as vias aéreas e garantir a nutrição. A terapia de reabilitação da deglutição, através de técnicas e exercícios orofaciais e vocais, parece ser benéfica em pacientes disfágicos. Sendo assim, essa pesquisa apresentou como objetivo avaliar a eficácia da fonoterapia em pacientes com DOF, pós-intubados e sem comorbidades neurológicas. Metodologia: Foram avaliados 240 pacientes, dos quais 40 (16,6%) apresentaram DOF. De acordo com os critérios de inclusão e exclusão, trinta e dois pacientes foram incluídos no estudo realizado de setembro de 2010 a dezembro 2012 no CTI de um hospital universitário. Os pacientes foram randomizados em dois grupos: tratamento fonoaudiológico e controle, sendo que o primeiro (53%) recebeu orientações, técnicas terapêuticas, manobras de proteção de via aérea e de limpeza glótica, exercícios oromiofuncionais e vocais e introdução de dieta; o acompanhamento ocorreu durante 10 dias. Os dados da anamnese foram coletados do prontuário e o local de atendimento de todos os sujeitos foi à beira do leito. Os desfechos primários do estudo foram o tempo de permanência com sonda nasoentereral (SNE) e os níveis da escala FOIS. Resultados e Discussão: O grupo tratado permaneceu por menos tempo com SNE (mediana de 3 dias) em comparação ao grupo controle (mediana de 10 dias) (p< 0,001). No grupo controle houve o dobro de sujeitos com a SNE por ainda apresentarem DOF ao final do tempo de acompanhamento fonoaudiológico. O grupo tratado apresentou evolução significativa nos níveis da escala FOIS (entre 4 e 7) em relação ao controle (p=0,005). O grupo tratado apresentou evolução favorável nos níveis de gravidade pelo protocolo PARD (DOF moderada passou para leve). A consistência alimentar líquida (água) foi a que os pacientes mais apresentaram sinais clínicos de DOF. As doenças respiratórias foram as mais frequentes em ambos os grupos. Conclusões: Os achados desse estudo demonstram que o tratamento fonoaudiológico favorece a progressão mais rápida de alimentação por SNE para via oral em pacientes pós-intubados. Isto sugere que a Fonoaudiologia, na área de DOF, tem um papel importante dentro do plano de tratamento destes indivíduos, hipótese que deve ser confirmada por estudos adicionais. / Introduction: In intensive care units (ICU), orotracheal intubation (OTI) is used in severe patients who need assistance to maintain breathing. When OTI is prolonged, it is considered one of the main risk factors for oropharyngeal dysphagia (OPD). In these cases, the central neurological control and peripheral nerves are intact, but the anatomical structures responsible for swallowing may suffer damages. Treatment of OPD aims to protect the airways and nutrition of individuals. Swallowing rehabilitation therapy, by means of orofacial and vocal techniques and exercises, seems to be beneficial to dysphagic patients. Thus, this research presented as objective to evaluate the efficacy of the speech therapy in patients with OPD, post-intubated and without neurological comorbidities. Material and Methods: The recruitment period of the study was from September 2010 to December 2012 in the ICU of a university hospital. Two hundred and forty patients were assessed, of whom 40 presented OPD (16.6%). According to the inclusion and exclusion criteria, thirty-two patients were included in the study. Patients were randomized in two groups: speech treatment and control, and the first (53%) received daily, for a maximum period of 10 days, assessment, guidance, therapeutic techniques, airway protection and glottal cleaning maneuvers, oromiofunctional and vocal exercises, as well as introduction of diet. Anamnesis data were collected from the patient’s medical records, and all individuals were seen on the hospital bedside. Primary study outcomes were length of stay with nasoenteric tube (NET) and levels on the FOIS scale. Results and Discussion: When compared to the control group (median of 10 days), NET permanence was shorter in the treated group (median of 3 days) (p<0.001). The control group there was twice the number of individuals with NET because they still presented OPD at the end of the speech therapy follow up. The treated group showed a significant evolution in levels on the FOIS scale (between 4 and 7) when compared to the control group (p=0.005). The treated group presented a favorable evolution in severity levels by the PARD (from moderate to mild OPD). Patients showed most clinical signs of OPD with liquid-consistency (water). Respiratory disorders were the most frequent in both groups. During treatment, in some cases it was not possible to complete the length of intervention. In the GT, interruption happened in 2 cases (11.8%) due to death, in 3 cases, (17.6%) due to reintubation, in one patient (5.9%) due to clinical worsening and in one patient (5.9%) due to withdrawal from treatment. In the GC, 4 (26.7%) patients were re-intubated. All these patients remained in the study for an intention-to-treat analysis (ITT). Conclusion: The findings of this study demonstrate that speech therapy favors a faster progression from NET feeding to oral feeding in post-intubated patients. His suggests that Speech Therapy in OPD area, has an important role in the treatment plan of these individuals, this hypothesis should be confirmed by additional studies.

INTRODUÇÃO: a laringectomia parcial supracricóide é uma possibilidade de tratamento que permite a preservação das funções laríngeas e um bom controle oncológico local da doença. Até o momento não foram localizados estudos que apontem o tempo mais indicado para execução de exercícios vocais para pacientes submetidos a essa cirurgia. OBJETIVO: avaliar a efetividade do exercício de [b] prolongado associado à vogal grave com pressão tóraco-abdominal após laringectomia supracricóide por meio da configuração laríngea e tempo de execução. MÉTODOS: a amostra foi composta por 11 pacientes submetidos à laringectomia parcial supracricóide após reestabelecimento da alimentação via oral exclusiva. Todos os participantes foram submetidos à nasofibroscopia para análise da configuração laríngea durante a execução do exercício e gravação de voz para análise perceptivo-auditiva e acústica. A gravação foi realizada em seis momentos: momento zero (M0), antes da primeira execução do exercício, e em mais cinco momentos: minuto um (M1), minuto dois (M2), minuto três (M3), minuto quatro (M4) e minuto cinco (M5) e em cada intervalo foi realizada gravação das tarefas vocais. Ao final totalizou-se a realização do exercício por cinco minutos. Para a análise da confiabilidade intra-juiz e inter-juizes foram inseridas repetições de 70% das vozes e utilizado o Coeficiente de Correlação Intraclasse. Para análise de cada juiz para a comparação entre M0, M1, M2, M3, M4 e M5 foi considerado como nível de significância p <= 0,05. A análise acústica não linear foi realizada pelo Programa MatLab® 10.0. RESULTADOS: na análise da configuração laríngea observou-se mudança da atividade supraglótica ântero-posterior e vestibular mediana durante a realização do exercício, porém sem significância estatística. Na análise perceptivo-auditiva, houve melhora nos parâmetros grau geral de desvio vocal, rugosidade, tensão e soprosidade a partir de quatro minutos considerando os dois juízes com maior índice de confiabilidade. A análise acústica não linear mostrou todos os parâmetros alterados e não foi capaz de detectar mudanças entre os diferentes momentos. CONCLUSÃO: a execução do exercício do [b] prolongado associado a vocal grave com pressão tóracoabdominal aumenta a intensidade da atividade supraglótica ântero-posterior e vestibular mediana. A realização do exercício a partir de quatro minutos de execução apresenta melhora quanto ao grau geral de desvio vocal, rugosidade, tensão e soprosidade. A análise acústica não apresentou resultados significativos, não sendo possível captar medidas ou modificações entre os momentos / INTRODUCTION: Partial supracricoid laryngectomy is a feasible treatment that allows the preservation of laryngeal functions and an appropriate local oncological disease control. Currently, we did note find studies that indicate the most appropriate time to perform vocal exercises for patients who underwent this surgery. PURPOSE: to assess the effectiveness of prolonged exercise of the consonant [b] associated to the vowel with thoracoabdominal pressure after supracricoid laryngectomy through the execution time technique. METHODS: the sample consisted of 11 patients, who underwent partial supracricoid laryngectomy after reestablishment of exclusive oral feeding. All participants underwent nasofibroscopy to analyze the laryngeal configuration during exercise and voice recording for perceptual-auditory and acoustic analysis. The recording was performed in six moments: zero moment (M0), before the first execution of the exercise, and in another five moments: minute one (M1), minute two (M2), minute three (M3), minute four(M4) and minute five (M5) and at each interval recording of the vocal tasks was performed. At the end, the exercise was completed for five minutes. For intrajudge reliability analysis and inter-judges, 70% repetitions of the voices were inserted and the Intraclass Correlation Coefficient was used. For the analysis of each judge for the comparison between M0, M1, M2, M3, M4 and M5 was considered as level of significance p <= 0.05. Non-linear acoustic analysis was performed by the MatLab® 10.0 Program. RESULTS: in the analysis of the laryngeal configuration, the supraglottic activity of the anteroposterior and medial vestibular variables was observed during the exercise, but with no statistical significance. In the perceptual-auditory analysis, there was improvement in the parameters general degree of vocal deviation, roughness, tension and breathiness from four minutes considering the two judges with the highest reliability index. The non-linear acoustic analysis showed all altered parameters and was not able to detect changes between the different moments. CONCLUSION: the exercise execution of the prolonged [b] associated with severe vocal cords with thoraco-abdominal pressure increases the intensity of antero-posterior and medial vestibular supraglottic activity. The performance of the exercise from four minutes of execution improves the general degree of vocal deviation, roughness, tension and breathiness. The acoustic analysis did not present significant results, and it was not possible to capture measurements or modifications between moments

INTRODUÇÃO: A Dislexia do Desenvolvimento é um transtorno específico da aprendizagem, caracterizado como um comprometimento apresentado pelo indivíduo ao realizar a leitura, mesmo com inteligência, motivação e instrução escolar adequadas. Possui base neurobiológica de origem genética. Embora a literatura disponibilize muitos estudos sobre a dislexia que enfocam a elaboração e o uso de instrumentos de avaliação da compreensão leitora, consciência fonológica, entre outros, ainda são pouco divulgados os programas de intervenção em compreensão de leitura para essa população. A Técnica de Cloze, que consiste na organização de um texto curto com lacunas, tem sido caracterizada como um método eficaz na mensuração e na remediação da compreensão leitora. OBJETIVOS: Elaborar um Programa Fonoaudiológico em Compreensão Leitora e Ortografia e verificar seus efeitos na compreensão de leitura de escolares com dislexia. MÉTODOS: Fizeram parte dessa pesquisa onze indivíduos diagnosticados com dislexia do desenvolvimento, entre 09 e 11 anos, desses, 8 eram meninos. O programa foi composto por 16 sessões divididas em quatro níveis de complexidade. Todas as sessões contaram com um texto adaptado com a Técnica de Cloze, atividades de compreensão leitora e ortografia. Os sujeitos foram submetidos ao pré e pós-teste, com a avaliação da compreensão leitora e da ortografia. RESULTADOS: Os achados demonstraram que os sujeitos apresentaram melhor desempenho de compreensão leitora no pós em comparação ao pré-teste, tanto na porcentagem de acertos no Cloze e nas perguntas de compreensão textual, quanto no nível de compreensão de leitura atingido. Além disso, foram observadas generalizações dos ganhos de compreensão leitora para outros contextos. CONCLUSÕES: O Programa Fonoaudiológico de Compreensão Leitora e Ortografia foi um instrumento relevante na remediação da compreensão de leitura dos participantes dessa pesquisa, por desenvolver melhora na compreensão leitora tanto de textos com Cloze quanto em perguntas de compreensão e por produzir leitores mais motivados. Além disso, concluiu-se que tanto a Técnica de Cloze quanto as perguntas de compreensão textual são instrumentos precisos para avaliar a compreensão de leitura dos indivíduos com dislexia. Esse estudo foi inovador por elaborar e verificar os efeitos de um programa específico de remediação para crianças com dislexia com uma proposta de atuação conjunta em compreensão de leitura de textos com a Técnica de Cloze, tarefas de perguntas e respostas e ortografia / INTRODUCTION: Developmental dyslexia is a specific learning disorder, typified as an impairment showed by the individual while reading, even with intelligence, motivation and proper school instruction. It has neurobiological basis with genetic inheritance. Although the literature provides several studies about dyslexia which focus on the elaboration and use of evaluation instruments of the reading comprehension, phonological awareness, and others, there is almost no published studies of reading comprehension intervention programs for this population. Cloze\"s Technique, which consists on the organization of a short text with blanks, is been characterized as an effective method on the measurement and remediation of reading comprehension. OBJECTIVES: Elaborate a Speech Therapy Program of Reading Comprehension and Orthography and verify its effects on reading comprehension of dyslexic students. METHODS: There were part of this research eleven individuals diagnosed with developmental dyslexia, in ages between 09 and 11 years old, which, 8 of them where boys. The program was comprised of 16 sessions split into four levels of complexity. All of the sessions relied on an adapted text with Cloze\"s Technique, activities of reading comprehension and orthography. The subjects underwent pre-tests and post-tests, with the evaluation of reading comprehension and orthography. RESULTS: Findings showed that the subjects had better performance on reading comprehension at the post-test in comparison to the pre-test, in the percentage of right answers on Cloze\"s and in the comprehension questions as well as in the level of reading comprehension. Apart from that, generalizations of the gains in reading comprehension could be observed in another contexts. CONCLUSIONS: The Speech Therapy Program of Reading Comprehension and Orthography was a relevant instrument in remediation of reading comprehension on the subjects of this study, by increasing reading comprehension in texts with Cloze´s Technique as well in the comprehension questions, and by producing more motivated readers. Besides, this study concluded that Cloze´s Technique and comprehension questions were precise instruments for evaluating reading comprehension of dyslexic children. This study was innovative because of the elaboration of a specific remediation program for children with dyslexia and the verification of its effects allied with a purpose of joint work among reading comprehension of texts using Cloze\"s Technique, questions and answers tasks and orthography

Made available in DSpace on 2017-06-01T18:24:22Z (GMT). No. of bitstreams: 1 taciana brissant.pdf: 579286 bytes, checksum: 3d27a8d42e3e46e6662b73f035a4a469 (MD5) Previous issue date: 2006-03-13 / This work aims at giving the Speech therapy clinic new perspectives of working the language of the child with games, based on the studies and theories from the Psychology, Psychoanalysis and the Speech-language and Hearing Science as well as on the studies of De Lemos concerning language acquisition and the self formation. The interest for the subject arose through the use of games in my practical clinic, observing its close relationship with the evolution of some cases. A study of case of a child with language delay, whose linguistic productions had been registered and analyzed, was thus taken as base to this research. It was clear through the analysis of this case that games have a significant place in the process of acquisition of the language. We also came across with the fact that the theoretical perspective used makes it possible to study the singularities of speech of the child in its relation with the language and the other. It is important to affirm and suggest that the researches continue happening so that we can learn more about language acquisition in order to deepen the knowledge about this process, taking into consideration the person s differences and singularities / A proposta deste trabalho é lançar sobre a clínica fonoaudiólogica, novas perspectiva de se trabalhar a linguagem da criança com o brincar, respaldada nos estudos de teóricos da Psicologia, da Psicanálise e da Fonoaudiologia e fundamentada nos estudos de De Lemos sobre aquisição da linguagem e de estruturação do sujeito. O interesse pelo tema surgiu através do encantamento pela utilização do brincar em minha prática clínica, observando a relação direta com a evolução dos casos atendidos. Para tanto, tomamos como base um estudo de caso de uma criança com atraso de linguagem, cujas produções lingüísticas foram registradas e analisadas. Constatou-se através da análise deste caso, que o brincar ocupa um lugar significativo no processo de aquisição da linguagem e que a perspectiva teórica adotada possibilita estudar as particularidades da fala da criança na sua relação com a língua e com o outro. Sugere- se que novas investigações sejam realizadas tanto em fonoaudiologia, quanto em aquisição da linguagem, com o intuito de aprofundar os conhecimentos referentes ao processo de aquisição da linguagem da criança, valorizando as conquistas e a singularidade de cada sujeito

Made available in DSpace on 2017-06-01T18:24:28Z (GMT). No. of bitstreams: 1 dissertacao_michelle_rocha.pdf: 828113 bytes, checksum: 1ab808a77a5822d56a3db10feddbffee (MD5) Previous issue date: 2008-04-17 / The design of language most used today is based on theoretical assumptions of sociolinguistics, which conceives as a social instrument made from uses that the speakers make their arrangements and writing and pre-established conventions which comprise its standard pattern. In that sense, one has the possibility of changes in the language, since each community will make use of some different forms of language. However, it is common observed, empirical way, the lack of these varieties in writing by speech therapists, whose distorted vision about the development of language and the concept of the genus textual, believes the writing as a formal mode whenever that does not allow different forms of language standard pattern. Based on such observations in phonoaudiology s clinical practice, this study aimed to investigate the treatment given by speech therapists to changes in a production written language of a child. Therefore, it is investigated by means of analysis of a written text, the position of 18 (eighteen) speech therapists on the production of a child, focusing its observations and comparing them with his design of language, linguistic variation of errors and deviations, expressed in response to a questionnaire prepared in advance, highlighting issues relating to these aspects. The data showed that much of the speech therapists are not aware of the theoretical aspects of the variations in the written language, treating them as mistakes to be corrected, disregarding the concept of language of the sociolinguistics and the concept of gender textual which determines the style of tracking text. Faced applicable, the questioning is that these professionals have access to content related to sociolinguistics in their graduated and pos-graduated. Finally, this job search alert the speech therapists to the importance of working with a current design language, in order to contribute to the recognition and respect for varieties that the language presents, respecting the language, culture and identity of the children, because that the linguistic differences do not represent errors, but peculiarities / A concepção de língua mais utilizada atualmente baseia-se nos pressupostos teóricos da sociolingüística, que a concebe como um instrumento social constituído a partir dos usos que os falantes fazem de suas modalidades oral e escrita e de convenções pré-estabelecidas que integram a sua norma padrão. Nesse sentido, tem-se a possibilidade de variações na língua, visto que cada comunidade fará uso de algumas formas lingüísticas de forma distinta. No entanto, é comum observar, de forma empírica, a desconsideração dessas variedades na escrita pelos fonoaudiólogos, cuja visão distorcida sobre a concepção de língua e a noção sobre o gênero textual, considera a escrita como uma modalidade sempre formal que não admite formas lingüísticas diferentes da norma padrão. Com base em observações dessa natureza na prática clínica fonoaudiológica, o presente estudo objetivou investigar o tratamento dado pelos fonoaudiólogos às variações lingüísticas numa produção escrita de uma criança. Para isso, investigou-se, através da análise de um texto escrito, a postura de 18 (dezoito) fonoaudiólogos em relação à produção de uma criança, enfocando suas observações e comparando-as com sua concepção de língua, de variação lingüística, de erros e de desvios, manifestada em resposta a um questionário previamente elaborado, destacando questões relativas a estes aspectos. Os dados evidenciaram que grande parte dos fonoaudiólogos não tem conhecimento sobre os aspectos teóricos das variações lingüísticas na escrita, tratando-as como erros que devem ser corrigidos, desconsiderando o conceito de língua abordado pela sociolingüística e a noção de gênero textual que determina o monitoramento estilístico do texto. Diante disso, questiona-se o acesso que estes profissionais têm a conteúdos relacionados à Sociolingüística em sua formação acadêmica. Por fim, este trabalho busca alertar os fonoaudiólogos para a importância de se trabalhar com uma concepção atual de língua, de forma a contribuir para o reconhecimento e o respeito às variedades que a língua apresenta, respeitando a linguagem, a cultura e a identidade das crianças, visto que as diferenças lingüísticas não representam erros, mas sim peculiaridades

abstract: Speech sound disorders (SSDs) are the most prevalent type of communication disorder in children. Clinically, speech-language pathologists (SLPs) rely on behavioral methods for assessing and treating SSDs. Though clients typically experience improved speech outcomes as a result of therapy, there is evidence that underlying deficits may persist even in individuals who have completed treatment for surface-level speech behaviors. Advances in the field of genetics have created the opportunity to investigate the contribution of genes to human communication. Due to the heterogeneity of many communication disorders, the manner in which specific genetic changes influence neural mechanisms, and thereby behavioral phenotypes, remains largely unknown. The purpose of this study was to identify genotype-phenotype associations, along with perceptual, and motor-related biomarkers within families displaying SSDs. Five parent-child trios participated in genetic testing, and five families participated in a combination of genetic and behavioral testing to help elucidate biomarkers related to SSDs. All of the affected individuals had a history of childhood apraxia of speech (CAS) except for one family that displayed a phonological disorder. Genetic investigation yielded several genes of interest relevant for an SSD phenotype: CNTNAP2, CYFIP1, GPR56, HERC1, KIAA0556, LAMA5, LAMB1, MDGA2, MECP2, NBEA, SHANK3, TENM3, and ZNF142. All of these genes showed at least some expression in the developing brain. Gene ontology analysis yielded terms supporting a genetic influence on central nervous system development. Behavioral testing revealed evidence of a sequential processing biomarker for all individuals with CAS, with many showing deficits in sequential motor skills in addition to speech deficits. In some families, participants also showed evidence of a co-occurring perceptual processing biomarker. The family displaying a phonological phenotype showed milder sequential processing deficits compared to CAS families. Overall, this study supports the presence of a sequential processing biomarker for CAS and shows that relevant genes of interest may be influencing a CAS phenotype via sequential processing. Knowledge of these biomarkers can help strengthen precision of clinical assessment and motivate development of novel interventions for individuals with SSDs. / Dissertation/Thesis / Doctoral Dissertation Communication Disorders 2020

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